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Title: Book: Kundenbeschwerden im Web 2.0
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From: https://linguistlist.org/issues/31/31-653.html
(Im)Politeness research has become increasingly interested in social network communication in recent years. This research examines a corpus of 400 customer complaints on both German and Italian Facebook pages with regard to content structures, modification, and self-presentation and references. The results are discussed within (im)politeness theories. This book is written in German.
Learn more: https://www.narr.de/kundenbeschwerden-im-web-20-18364
Source: Melanie Kunkel
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Title: Call for Proposals for Chapters and Case Studies
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Russian through Task: Task-Based/Task Supported Instruction of RFL
Do you teach Russian as a foreign language? Do you employ task-based/supported (TB/TS) instruction to any degree? Please consider submitting a proposal for a chapter or a case study in the monograph Russian through Task to be published by IPR Media. We would like to hear from various fields and backgrounds of Russian language instruction: formal university class and non-conventional spaces, like community school work with heritage speakers. Language of publication: Russian and English.
We are equally interested in theory-heavy explorations and submissions that focus on teaching experience with or without theoretical inquiry for the Case Study practice-oriented part.
Send proposals to Svetlana Nuss, University of Alaska, svnuss@alaska.edu.
Requirements: as part of the first stage, prospective authors are asked to submit an up to 500-word expression of interest for their intended chapter, outlining its main arguments and methodology, if applicable. The dates and timeline are shown below:
· Up to 500-word expression of interest due: March 15th, 2020
· Notification of acceptance to proceed to chapter/case stage: April 1st, 2020
· First draft of chapters/case studies due: June 21st, 2020
· First stage peer review: July to September 2020
· Final manuscripts due: mid-November 2020
· Final publication: Spring 2021
· Case-study submissions follow the same timeline and same general requirements
Authors are asked to submit their expressions of interest as an MS Word attachment (Times New Roman, 12pt, double spaced). Please include a chapter or case title and an up to 300-word biography of each author, as well as contact e-mail. All submissions will undergo a double-blind peer review prior to acceptance. Prospective authors may submit a sample of writing (this is not required but appreciated)
Source: Svetlana Nuss, University of Alaska
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Title: Call: The XIII Workshop on Formal Linguistics
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From: https://linguistlist.org/issues/31/31-708.html
The XIII Workshop on Formal Linguistics, to be held September 22-25, 2020 at Universidade de Brasília, Brazil, aims to promote scientific debate on linguistic topics with emphasis on formal approaches to grammar and their interfaces. Abstracts are now being accepted for 20-minute talks and posters. Submissions are due on March 31, 2020.
Learn more: https://easychair.org/my/conference?conf=wfl2020
Source: XIII Brazil
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Title: Call: International Conference on Heritage Languages and Multilingualism
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From: https://linguistlist.org/issues/31/31-710.html
The International Conference on Heritage Languages and Multilingualism will be held at Cyprus University of Technology in Limassol June 5-6, 2020. The goal of this conference is to create opportunities for scholars, students, and educators to share their knowledge on heritage languages, language acquisition, multilingualism, and grammar. The conference has issued a call for oral and poster presentations in English. Abstracts are due on March 2, 2020.
Learn more: https://easychair.org/conferences/?conf=helm2020
Source: HELM
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Title: Call: Disrupting Digital Monolingualism: An International Workshop on Languages in Critical Digital Theory and Practice
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From: https://linguistlist.org/issues/31/31-712.html
Increasing attention has been paid to the challenges of multilingualism in digital practice in the past few years. This two-day workshop on June 16-17, 2020 brings together educators, professionals, policy makers, researchers, and other interested parties to discuss these challenges. Proposals are being accepted for lightning talks, posters, technical demos, mini-workshops, and experimental formats. The due date for proposals is March 16, 2020 at 12PM GMT.
Learn more: https://languageacts.org/digital-mediations/event/disrupting-digital-monolingualism/aims-and-themes/
Source: Disrupting Digital Monolingualism
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Title: Conference: Discourses of Fictional (Digital) TV Series
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From: https://linguistlist.org/issues/31/31-690.html
This conference aims to create a space for analyzing, discussing, and debating the discursive and narrative aspects of fictional discourses in TV series. It will include topics such as identity politics, narrative structures’ intersections with viewer expectations, the reinvention of conventions through discourse, and audio-visual rhetoric. It will be held November 3-6, 2020 in Valencia, Spain.
Learn more: https://congresos.adeituv.es/series20/
Source: Carmen Gregori-Signes
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Title: Webinar: The OED and the Linguistic DNA Project
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From: https://linguistlist.org/issues/31/31-701.html
Words that occur together can tell us something about the meaning in language. The Linguistic DNA project has designed a new approach to modeling historical word meaning and ranking lexical co-occurrences. This free webinar on March 12, 2020 at 11:00AM GMT will show how this tool can be used to mine texts, identify co-occurrences, and investigate implications of these patterns.
Learn more: https://bit.ly/2SCzfTA
Source: The Linguistic DNA Project
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Title: Can a Non-Native Speaker Teach English in Thailand?
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From: https://teflequityadvocates.com/2020/02/19/can-a-non-native-speaker-teach-english-in-thailand/
Anyone who has looked for an English instructor job is aware that many schools request “native-speakers only.” With this comes a host of problems and concerns related to equality and native-speakerism. This article tackles that topic with suggestions on how, specifically, to land an English instructor position in Thailand, even if you are not a native-speaker. Check this article out if you are interested in promoting equality and opportunities for all within the English-teacher community.
Learn more: https://teflequityadvocates.com/2020/02/19/can-a-non-native-speaker-teach-english-in-thailand/
Source: TEFL Equity Advocates
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Title: Winter in Fairuz’s Love Songs (1)
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From: https://www.languagemagazine.com/2020/02/19/harnessing-the-power-of-a-teachers-pen-2/
It is a trope in sad Arabic love songs to refer to winter, particularly if there is mention of a breakup or a sense of longing. In the song linked in this activity, the singer sings about waiting for her lover. This activity provides lyrics in both English and Arabic for learners to follow along as well as instruction on key terms. This activity would be great for teachers looking to incorporate more aspects of Arabic culture in the classroom.
Learn more: https://www.languagemagazine.com/2020/02/19/harnessing-the-power-of-a-teachers-pen-2/
Source: Transparent Language
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Title: Does Using Colour to Represent Mandarin Tones Make them Easier to Learn?
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From: https://www.hackingchinese.com/does-using-colour-to-represent-mandarin-tones-make-them-easier-to-learn/
Anyone who has tried learning Chinese coming from a non-tonal language knows the challenges it presents. In this article, the author discusses using colors as visual cues for tones to assist learners. This article would be of interest to anyone who has experience with learning science or with Mandarin education.
Learn more: https://www.hackingchinese.com/does-using-colour-to-represent-mandarin-tones-make-them-easier-to-learn/
Source: Hacking Chinese
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